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Bilingual, Multilingual, and Multicultural Education Commons™
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Articles 1 - 4 of 4
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
Developing Agency For Advocacy: Collaborative Inquiry-Focused School Change Projects As Transformative Learning For Practicing Teachers. The New Educator, Kathryn Brooks, Susan R. Adams
Developing Agency For Advocacy: Collaborative Inquiry-Focused School Change Projects As Transformative Learning For Practicing Teachers. The New Educator, Kathryn Brooks, Susan R. Adams
Kathryn Brooks
Many mainstream educators of English language learners (ELLs) have experienced neither adequate pre-service preparation nor appropriate in-service professional development. Yet, ELLs are one of the fastest growing student populations in the United States. While practicing teachers typically espouse the view that all students can learn, they often lack the knowledge and skills necessary to support ELLs in their academic and language development.This gap in preservice teacher education programs often leads general education teachers to rely heavily on bilingual paraprofessionals and language teachers for educating ELL students. This paper describes a 5-year professional development initiative, Project Alianza, during which the researchers …
Creating Conditions For Transforming Practicing K-12 Mainstream Teachers Of English Language Learners, Susan R. Adams, Kathryn Brooks
Creating Conditions For Transforming Practicing K-12 Mainstream Teachers Of English Language Learners, Susan R. Adams, Kathryn Brooks
Kathryn Brooks
Critical incident reflection journal writing provides a rich source for identifying high impact components of Project Alianza, a graduate course for mainstream secondary teachers funded by a US Department of Education Title III Professional Development grant. In this narrative pilot study featuring one strand of existing data, the co-authors, who are also co-instructors and co-researchers, begin the first rounds of analysis to identify emerging key conditions and contributing factors featured within specialized graduate courses for encouraging dispositional change and professional efficacy toward English language learners (ELLs) in practicing K-12 mainstream educators. Using Mezirow’s adult transformational learning theory (1991), Kegan’s stage …
Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney
Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney
Kathryn Brooks
School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the broader …
Building On The Cultural And Linguistic Capital Of English Learner (El) Students, Kathryn Brooks, Katya Karathanos
Building On The Cultural And Linguistic Capital Of English Learner (El) Students, Kathryn Brooks, Katya Karathanos
Kathryn Brooks
...While our nation has a long history of competing ideologies and political controversies related to English immersion (in which the primary language of instruction is English) programs versus bilingual education, scholars contend that these two educational approaches need not be conceptualized as dichotomous. Rather, when educators consider what approaches and strategies will provide the best opportunities for particular students to learn in particular contexts, they must bear in mind that for EL students, their native languages and cultures are key resources to draw upon for teaching both content and language (Lucas & Katz, 1994). They must also think about how …